Comparative Education Research: Approaches and Methods

Comparative Education Research: Approaches and Methods Comparative Education:Â  Some Reflections As we started discussing deep topics in our class, I came to analyze the need for comparative education in research and the practical use of it in schools. How do different cultures and countries deal with educational policy, issues, and curriculum? Can policy be borrowed and implemented the same way in a completely different context? Is educational research essential for policy making? We know that people in different cultures and nations behave different in many aspects. Is it unknown what aspects of humanity can be considered homogenous, therefore the questions of comparison and the need to sample data from a wide variety of nations and cultures becomes crucial. People in different cultures learn to learn differently, so if one wants to establish a proposition with a specific group of children, this is where an experiment should be performed with a different group of children from another culture and compare the results. There must always be compared data, since comparison now ent ers into the study of human behavior at this point (Farrell, 1979). If we want to take this position as valid, there is a need now for cross-national research, however, one must understand a single country first before comparing it to a second one. How can we compare the United States to New Zealand, if we do not provide an adequate explanation or research for the United States first? Comparative data can also explain single country findings and it is fundamental for the consequent comparisons of two countries. Now, who is to perform this job? A need for people engaged in educational research involving comparison arises since it would bring expertise from different fields into the field of comparative education. The term comparativist was created for this type of research, although, there is no concrete and specific field that must be acquired to be a comparativist. Researchers contribute their multi-disciplinary origins in different fields to inform their approaches and enrich the field of comparative education. Some requirements are needed though: intimate and expert knowledge of another society and its historical development, an acquired foreign language, they must be generalist scholars, well-traveled, and they must work within broader parameters, to have a wider perspective. Considerable knowledge of systems and different approaches and disciplines are necessary qualifications to be a comparativist and engage in studying education (Phillips, 2014). What is it that comparativists are trying to compare? It is simple to state that these researchers want to study education, but what is education? As Bereday (1964) says, education is nothing else than an aspect of life, education includes the training of the body and the training of the intellect, it is something greater and deeper than physical and intellectual training, and a moral influence as well. Education is not a matter of schools and book-learning only, so in order to study foreign systems of education, our attention should not only be focused on the classrooms, teachers, and students only, we should go outside into the streets and homes of people, and engage into the intangible, spiritual force that holds the school system. Comparativists should remember that the things outside the schools matter even more than the things inside of schools, and govern and interpret the things inside. Once that is done, the work of foreign systems of education will result in our being better fitted to study and understand our own (Bereday, 1964). However, not only comparativists can engage in studying comparative education. Any person who has worked in education before has some wise words to say, therefore it would be dangerous to just have the words of the specialist alone. We can all contribute to the field of education. What are some practical ways to engage on comparative education as a teacher or school administrator? An experienced teacher can learn significantly by visiting another school and watch another teacher at work. A very good way to improve this learning is if groups of experienced teachers could be sent abroad to see and to judge other systems of education. This way they would return home and inform thei r schools if what is been currently done is been executed correctly or needs improvement. Travel is important for educational researchers as well. Travel is one of the characteristics that most unites the work of contemporary comparative and international education researchers. The movement of educational policies, pedagogies, and curricula is much of what comparativists study as researchers and often engage in as practitioners (Sobe, 2002). This travel would create a view from the outside which is relevant for the social sciences, and also have the inside perspective that is already acquired and implemented. As Sobe states, these two components (the outside and the inside) should work in concert, integrally and mutually constituting one another to improve the study of comparative education. In conclusion, a wide approach and perspectives of research should be taken into account in comparative education. One approach adds to another and would consequently enrich the systems of education. Comparative studies should not become trapped in one single tradition and we should explore the outside world to benefit ours. Consequently, we should also compare objects that are more than the observable. More than just the sex, color, and school attendance of pupils, but also the factors of social status and other sources of social power and prestige in societies where observable traces are not important (Farrel, 1979). If somehow we can unite these ideas of the inside, outside, and external factors, comparativists and educators would create an effective system of comparative research and improve our systems of education. REFERENCES Bereday, G. Z. F. (1964). Sir Michael Sadlers Study of foreign systems of education. Comparative Education Review, 307-314. Farrell, J., P. (1979). The necessity of comparisons in the study of education: The salience of science and the problem of comparability. Comparative Education Review, 23(1). 3-16. Phillips, D. (2014). Comparatography, history and policy quotation: some reflections. Comparative Education, 50(1), 73-83. Sobe, N. W. (2002). Travel, social science and the making of nations in early 19th century comparative education. (141-166).

Descriptive Essay - The Pier :: Descriptive Essay, Descriptive Writing

Naples, not the most exciting place on the planet. No, people have seemed to conclude that Naples, FL is the place to go for a nice, relaxing retirement. And I have to agree, they are right. Naples is a place filled with tee times on golf courses, lunches at country clubs, longs walks along the beach and a casual stroll on the downtown sidewalks, sipping on a frappacino, all accompanied by sunny, cloudless days. So, what is a teenager to do? Despite the â€Å"elderly-friendly† appeal, Naples has proved to be somewhat teen-friendly. Usually, we have to rely on our own imagination for entertainment. And depending on which teen you are talking to, the entertainment level can go from fun, to just plain crazy. The only problem that seems to arise around here is that of location. Where exactly do you go to have fun? I personally have relied on the Naples Pier for a place of amusement. The Pier is a simple structure; basically is a twelve foot high boardwalk jutting out about seventy yards into the Gulf of Mexico. The Pier is the place for lovers to stroll and for fisherman to share their tales. For my friends and me, it has everything from a simple meeting place to a center for deep conversation. Sometimes we went there for the simple reason to watch the sun set, or we would just lie on the benches, staring up at the stars just talking. We have talked about everything, from theology to what animals we would like to be reincarnated as. The Pier has also been home to some crazier doings, from the spotting and naming of dolphins, to making fun of tourists in a loud fashion to actually jumping off the edge and into the water below, which in now prohibited.

Midterm study guide

The field of Organizational Behavior (B) Is performance-oriented. 2. Mary Foulest was opposed to Tailor's lack of specific attention to human needs and relationships In the workplace. 3. Individual performance Is the foundation of organization performance. 4. African-Americans are one of the fastest-growing groups in the U. S. Employee workforce, as are Asians and Hispanics. 5. A new industrial era began in the United States around the time of the Civil War. 6. A major goal of Capos is to treat its employees and customers with integrity, honesty, and commitment. 7.The formal and modern study of management started around 1900. 8. In 1886, an engineer named Frederick W. Taylor presented a paper on scientific management at a national meeting of engineers that was titled â€Å"The Engineer as an Economist. † 9. Tailor's major thesis was that maximum good for society can come only through the cooperation of management and labor In the application of scientific methods. 10. Managers must deal simultaneously with the Internal and external aspects of organizational behavior. 11. J. M. Curran and W. Edwards Deeming, In the sass's, introduced the Importance of quality to the public. . Managers derive power from both organizational and individual sources. 13. A psychological contract is unwritten agreement between an employee and the organization that specifies what each expects to give to and receive from the other. 14. One of the most powerful influences on individual performance is an organization's reward system. 15. Power is the ability to get someone to do something you want done, or to make things happen the way you want them to happen. 16. Measures of satisfaction include employee attitudes, turnover, absenteeism, tardiness, and grievances. 17.Common hysterical symptoms that are related to stress Include: Insomnia, excessive perspiration, nervousness, or irritability. Other answers may also be correct, such as overeating, weight gain, weight loss, nail ball ing, or headaches. 18. Describe the findings of the Hawthorne studies. Chapter 2 1. Organizations can achieve effectiveness only when employees share values. 2. The acceptance of unequal power differs across countries. 3. In countries in which people display high power distance, employees acknowledge the boss's authority and typically follow the chain of command.Although culture can't be seen, it can be ensued or felt through employees' attitudes, emotions, and perceptions. 5. The Southwest airlines approach is to hire for attitude and train the skill. 6. Research indicates that a majority of managers have had at least one mentoring relationship during their careers. 7. The values, norms, customs, and rituals of cultures are Influenced by politics, religion and language. 8. Hypotheses five value dimensions are power distance, Individualism, uncertainty avoidance, masculinity, and long-term orientation. 9. The concept of uncertainty avoidance refers to the extent to which

Causes of Bank Failure - 6382 Words

WHY BANK FAILS Introduction Banks are the safest place to keep your cash. Nevertheless, bank failures happen from time to time. Here s a look at what causes bank failures and what you can do about them. The main thing to know in a bank failure is that your money is probably safe. If your money is FDIC insured, you probably don’t need to panic. Bank Officers’ Fraud Let us have an example from USA Former TBW CEO Pleads Guilty in $1.5 Billion Bank Fraud Scheme WASHINGTON—Paul Allen, the former chief executive officer (CEO) at Taylor, Bean Whitaker (TBW), pleaded guilty today to making false statements and conspiring to commit bank and wire fraud for his role in a $1.5 billion fraud scheme that contributed to the failure of†¦show more content†¦Colonial Bank never received any TARP funds. In court today, Allen also admitted to making false statements in a letter he sent to the U.S. Department of Housing and Urban Development, through Ginnie Mae, regarding TBW’s audited financial statements for the fiscal year ending on March 31, 2009. In this letter, Allen omitted that the delay in submitting the financial data was attributed to concerns its independent auditor had raised about the financing relationship between TBW and Colonial Bank. Instead, Allen falsely attributed the delay to a new acquisition and TBW’s switch to a compressed 11-month fiscal year. To date, five other individuals have pleaded guilty for their roles in this and related fraud schemes. The case is being prosecuted by Deputy Chief Patrick Stokes and Trial Attorney Robert Zink of the Criminal Division’s Fraud Section and Assistant U.S. Attorneys Charles Connolly and Paul Nathanson of the Eastern District of Virginia. This case was investigated by SIGTARP, the FBI’s Washington Field Office, FDIC-OIG, HUD-OIG, FHFA-OIG, and the IRS Criminal Investigation. The Financial Crimes Enforcement Network (FinCEN) of the Department of the Treasury also provided support in the investigation. This prosecution was brought in coordination with President Barack Obama’s Financial Fraud Enforcement Task Force. President Obama established the interagency Financial Fraud Enforcement Task Force to wage anShow MoreRelatedThe Great Depression Of 19291049 Words   |  5 Pagesdecreasing and people were unable to sell out their stocks. Which cause the Bank Failure, people want to take their saving out from the banks, but the banks were unable to give back their money about 9,000 banks failed in the 1930s(Martin 1). The unemployment rate keeps rising, people who did not have a job were worried about their saving, afraid to waste their money on goods become very careful on the use of money on goods. 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